few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Prove theorems involving similarity.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand congruence in terms of rigid motions.

Solve real-world and mathematical problems involving area, surface area, and volume.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Translate between the geometric description and the equation for a conic section.

Understand and apply theorems about circles.

Apply geometric concepts in modeling situations.

Prove geometric theorems.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Apply trigonometry to general triangles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Reason with shapes and their attributes.

Analyze, compare, create, and compose shapes.

Explain volume formulas and use them to solve problems.

Find arc lengths and areas of sectors of circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand similarity in terms of similarity transformations.

Experiment with transformations in the plane.
problem_activity: Warm-up
The purpose of this warm-up is to ensure students understand that
they can infer the coordinates of a point based on knowing the coordinates of points on the same horizontal and vertical lines;
the length of a horizontal or vertical line segment can be determined based on the coordinates of its endpoints. Each of these is important background knowledge for this lesson.
Launch
Give students 2 minutes of quiet think time. Ask them to share their reasoning with a partner followed by a whole-class discussion.
Student Facing
[IMG]
Find each of the following and explain your reasoning:
The length of segment
\(BE\)
.
The coordinates of
\(E\)
.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
In order to find the length of segment
\(BE\)
, it is first necessary to find the lengths of
\(CD\)
,
\(AC\)
, and
\(AB\)
, and reason about side lengths in similar triangles. If students have trouble getting started, scaffold the work by suggesting they first find any
other
segment lengths in the diagram that they can find.
Activity Synthesis
There are three important things students should understand or recall as a result of working on the warm-up:
Points on the same vertical line have the same
\(x\)
-coordinate and points on the same horizontal line have the same
\(y\)
-coordinate.
In order to find the length of a vertical segment, you can subtract the
\(y\)
-coordinates of its endpoints.
The side lengths of triangle
\(ACD\)
are the same as the side lengths of the similar triangle
\(ABE\)
multiplied by the scale factor
\(AC \div AB\)
.
Display the image from the task. For each question, invite a student to share their reasoning. The displayed image should be used as a tool for gesturing. For example, if you start at the origin and want to navigate to point
\(D\)
, you would move 4 units to the right. You move the same distance to the right to navigate from the origin to
\(C\)
. Therefore,
\(C\)
must have the same
\(x\)
-coordinate as
\(D\)
.


correct_option_index: 14